差异化esp教学中学习者语言学习风格的调节方面

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
O. Synekop
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引用次数: 1

摘要

本研究旨在探讨科技大学特殊用途英语(ESP)差别化教学中学习者语言学习风格的调节问题。特别是,我们定义和描述了信息技术(IT)学生的自我调节水平;概述了在培养学生听、说、读、写能力的同时,提高学生调节能力的建议。为了达到这一目的,我们在研究中使用了混合研究方法,涉及382名三年级和四年级的IT学生。为了收集数据,使用Morosanova和Bondarenko(2015)开发的“学习活动的自我调节风格”问卷。调查显示,大多数学习者的自我调节水平处于中等水平,少数学生的自我调节水平处于较高水平,只有部分学生的自我调节水平处于较低水平,这说明学生的自我调节能力还有待提高。使用Morosanova和Bondarenko(2015)提出的描述符,我们定义了学生在ESP教学中的自我调节水平。提出了提高ESP学习中自我调节、共同调节和共同调节水平的建议。特别是,由于学习可以是单独的、成对的、团队的和小组的,学生在ESP学习中调节的各种细节都反映在自我调节、社会共享调节和共同调节的清单中。为了创建清单,使用了Zimmerman(2003)模型和认知、元认知、动机、情感和行为调节领域的阶段。最后,对ESP教师提出建议,建议他们在差异化ESP教学中提高学习者的听、说、读、写能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
REGULATION ASPECT OF LEARNERS’ LANGUAGE LEARNING STYLE IN DIFFERENTIATED ESP INSTRUCTION
This study aims to investigate the issue of regulation aspect of learner’s language learning style in differentiated instruction of English for Specific Purposes (ESP) at technical universities. In particular, we defined and characterised the self-regulation levels of information technology (IT) students; outlined recommendations for improvement of students’ regulation while developing listening, speaking, reading and writing skills. To achieve that purpose we used mixed research methods in our study which involved 382 third- and fourth-year IT students. To collect the data, “Self-regulation Style of Learning Activities” questionnaire developed by Morosanova and Bondarenko (2015), was used. As shown by the survey, most learners had a medium level of self-regulation, smaller number of students had a high level of self-regulation, and only some of them had a low level of self-regulation, which implies that students need to develop their regulation skill. Using the descriptors suggested by Morosanova and Bondarenko (2015), we defined students’ self-regulation levels in ESP instruction. To enhance the level of self-regulation, share-regulation and co-regulation in ESP learning the recommendations were given. In particular, since learning can be conducted individually, in pairs, teams and groups, various specifics of students’ regulation in ESP study was reflected in checklists for self-regulation, socially shared regulation and co-regulation. For creating the checklists, the phases of Zimmerman (2003) model and cognition, metacognition, motivation, emotion, and behaviour regulation areas were used. Finally, recommendations were suggested to ESP teachers for improvement of learners’ regulation while developing listening, speaking, reading and writing skills in differentiated ESP instruction.
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
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27.30%
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8 weeks
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